Description

This worksheet provides students with opportunities to practice using arrays for solving their four multiplication facts. They are required to use the array to write matching repeated addition number sentences, skip counting sentences, and multiplication sentences.

Suitable for

- Fast Finishers
- Relief Teachers
- Parents

Lesson Structure

- Individual Activity
- Rotations / Group Work
- Class Activity

Curriculum Codes

*Recognise and explain the connection between multiplication and division as inverse operations and use this to develop families of number facts *

*Recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts *

*Recall and demonstrate proficiency with multiplication facts up to 10 x 10 and related division facts; extend and apply facts to develop efficient mental strategies for computation with larger numbers without a calculator*

*Recall and demonstrate proficiency with multiplication facts for twos; extend and apply facts to develop the related division facts using doubling and halving *

*Recognise and represent division as grouping into equal sets and solve simple problems using these representations*

*Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and tens from any starting point, then moving to other sequences*

*Recall multiplication facts of two, three, five and ten and related division facts*

*Recognise and represent multiplication as repeated addition, groups and arrays*

*Recall multiplication facts up to 10 × 10 and related division facts*

*Find unknown quantities in number sentences involving multiplication and division and identify equivalent number sentences involving multiplication and division*

*Selects and uses appropriate mental or written strategies, or technology, to solve problems*

*Analyses and creates geometric and number patterns, constructs and completes number sentences, and locates points on the Cartesian plane*

*Gives a valid reason for supporting one possible solution over another*

*Selects and applies appropriate problem- solving strategies, including the use of digital technologies, in undertaking investigations*

*Describes and represents mathematical situations in a variety of ways using mathematical terminology and some conventions*

*Describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols*

*Uses objects, diagrams and technology to explore mathematical problems*

*Supports conclusions by explaining or demonstrating how answers were obtained*

*Applies place value, informally, to count, order, read and represent two- and three-digit numbers*

*Uses a range of mental strategies and concrete materials for multiplication and division*

*Uses mental and informal written strategies for multiplication and division*

*Checks the accuracy of a statement and explains the reasoning used*

*Uses appropriate terminology to describe, and symbols to represent, mathematical ideas*

*Constructs and completes number sentences involving multiplicative relations, applying the order of operations to calculations*

*Selects and uses mental and written strategies for addition and subtraction involving 2- and 3-digit numbers*

*Completes number sentences involving addition and subtraction by finding missing values*

*Represents and uses the structure of multiplicative relations to 10 × 10 to solve problems*

*Completes number sentences involving multiplication and division by finding missing values*

*Uses the structure of equal groups to solve multiplication problems, and shares or groups to solve division problems*

*Applies an understanding of place value and the role of zero to represent the properties of numbers*

*Compares and orders decimals up to 3 decimal places*

*Determines percentages of quantities, and finds equivalent fractions and decimals for benchmark percentage values*

*Selects and applies appropriate strategies to solve multiplication and division problems*

*Investigate number sequences, initially those increasing and decreasing by twos, threes, fives and ten from any starting point, then moving to other sequences*

*Recall multiplication facts of two, three, five and ten and related division facts*

*Apply repetition in arithmetic operations, including multiplication as repeated addition and division as repeated subtraction*

*Recognise and represent multiplication as repeated addition, groups and arrays*

*Recall multiplication facts up to 10 × 10 and related division facts*

*Use equivalent number sentences involving multiplication and division to find unknown quantities*

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